etadd_46(4) - Division on Autism and Developmental Disabilities
etadd_46(4) - Division on Autism and Developmental Disabilities
etadd_46(4) - Division on Autism and Developmental Disabilities
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
that all students are required to achieve, <strong>on</strong>e<br />
of which focuses explicitly <strong>on</strong> the ability to<br />
measure attributes of objects such as time <strong>and</strong><br />
m<strong>on</strong>ey applicati<strong>on</strong>s, which is comm<strong>on</strong>ly problematic<br />
for a large number of students with<br />
mild intellectual disabilities. Fortunately, a<br />
growing research-base of new <strong>and</strong> innovative<br />
interventi<strong>on</strong>s, like the TouchMath© program,<br />
has been developing in the literature <strong>and</strong> has<br />
shown some promising results to be effective<br />
in increasing students with <strong>and</strong> without disabilities<br />
mathematics performance.<br />
The TouchMath© program (Bullock et al.,<br />
1989), a multi-sensory “dot-notati<strong>on</strong>” system,<br />
previously employed by Kramer <strong>and</strong> Krug<br />
(1973) was used to teach mathematics skills to<br />
students with disabilities. The TouchMath©<br />
program uses “dot-notati<strong>on</strong>s” often referred<br />
to as “touch-points” either with <strong>on</strong>e dot, for<br />
numbers 1 to 5, or a dot-notati<strong>on</strong> with a circle<br />
around them, to indicate two or double touchpoints<br />
to assist students with <strong>and</strong> without disabilities<br />
with basic counting <strong>and</strong> computati<strong>on</strong><br />
skills. The TouchMath© program using the<br />
touch-points strategy, has been shown in previous<br />
research to be effective for students with<br />
mathematical disabilities in basic mathematics<br />
instructi<strong>on</strong> (e.g., adding single, double-digit<br />
mathematics problems with <strong>and</strong> without regrouping)<br />
at the elementary level for students<br />
with specific learning disabilities <strong>and</strong> moderate<br />
intellectual disabilities (Scott, 1993; Sim<strong>on</strong><br />
& Hanrahan, 2004), autism spectrum disorders<br />
(Cihak & Foust, 2008), <strong>and</strong> more recently,<br />
at the middle school level including<br />
students with autism spectrum disorders <strong>and</strong><br />
moderate intellectual disabilities (Fletcher,<br />
Bo<strong>on</strong>, & Cihak, 2010). However, no studies to<br />
date have attempted to explore the effectiveness<br />
of the TouchMath© program, using<br />
m<strong>on</strong>ey computati<strong>on</strong> skills, with students with<br />
mild intellectual disabilities in a high school<br />
classroom setting.<br />
Therefore, the purpose of this study was to<br />
examine the effects of the TouchMath© program<br />
<strong>on</strong> the acquisiti<strong>on</strong> of subtracting 3-digit<br />
m<strong>on</strong>ey computati<strong>on</strong>al problems with regrouping<br />
for three students with mild intellectual<br />
disabilities in a high school special educati<strong>on</strong><br />
self-c<strong>on</strong>tained classroom. Prior research <strong>on</strong><br />
the efficacy of the TouchMath© program has<br />
focused <strong>on</strong>ly <strong>on</strong> students with specific learning<br />
disabilities, moderate intellectual disabilities,<br />
<strong>and</strong> autism spectrum disorders at the elementary<br />
<strong>and</strong> middle school grade levels, <strong>and</strong> has<br />
not addressed the benefits of such a strategy<br />
for students with mild intellectual disabilities<br />
at the high school level. Although previous<br />
studies have investigated the use of the touchpoints<br />
strategy to teach basic additi<strong>on</strong> using<br />
single <strong>and</strong> double-digit mathematics problems;<br />
no studies have explored the benefits of<br />
the touch-points strategy <strong>on</strong> m<strong>on</strong>ey applicati<strong>on</strong>s.<br />
Research Questi<strong>on</strong>s<br />
Thus, the two main research questi<strong>on</strong>s posed<br />
were: (a) What are the effects of the Touch-<br />
Math© program <strong>on</strong> the mathematics performance<br />
of solving subtracti<strong>on</strong> 3-digit m<strong>on</strong>ey<br />
computati<strong>on</strong>al problems with regrouping for<br />
students with mild intellectual disabilities at<br />
the high school grade level? And (b) What are<br />
the students, teachers, <strong>and</strong> parents percepti<strong>on</strong>s<br />
of the TouchMath© program to improving<br />
students with mild intellectual disabilities<br />
mathematics performance?<br />
Method<br />
Participants<br />
Three students with mild intellectual disabilities,<br />
two of which had a dual-diagnosis of autism<br />
as well, from the same special educati<strong>on</strong><br />
high school self-c<strong>on</strong>tained classroom participated<br />
in the study. The students’ ages ranged<br />
from 14 to 16 years-old, with a mean of 14.75<br />
<strong>and</strong> intellectual quotients (IQ) scores varied<br />
from 61 to 64, with a mean of 63. All of the<br />
students were classified with a disability based<br />
<strong>on</strong> the county, state, <strong>and</strong> federal criteria,<br />
which indicated having below average intellectual<br />
ability, deficits in adaptive behavior<br />
scores, which both negatively affected their<br />
academic performance. Demographic <strong>and</strong> educati<strong>on</strong>al<br />
informati<strong>on</strong> is depicted in Table 1.<br />
All of the students received special educati<strong>on</strong><br />
services since entering high school where they<br />
were in a self-c<strong>on</strong>tained special educati<strong>on</strong><br />
classroom setting for three block periods a day<br />
<strong>and</strong> participated in <strong>on</strong>ly <strong>on</strong>e general educati<strong>on</strong><br />
course elective. The students were taught<br />
all of their academic subjects including mathematics<br />
instructi<strong>on</strong> in the same self-c<strong>on</strong>tained<br />
Touchmath© <strong>and</strong> M<strong>on</strong>ey Skills / 545